We want all students to read fluently. Fluency is the ability
to recognize words accurately and automatically. The formula for fluency is
reading and rereading decodable words in connected text. Fluent readers take
less time to decode words, and more time comprehending the text. The four
indicators of fluency are speed, expression, silent readings, and voluntary
reading. This lesson we are going to focus on speed. To become fluent students
must be able to read fast. In this lesson students will become quicker readers
by repeated readings, timed readings, and one minute reads.

Materials:

Timer for each pair of students

Decodable Book for each pair of students: "The Car Trip"

Book for teacher to read: "The Big Wide-Mouthed Frog" by Ana
Martin Larranaga

Poster with race track and finish line on it: on each part of
the track there will be numbers representing the amount of words read in a
minute. Each student will get a race car cut out and velcro it to the track.

Partner check sheet for each student: you check off if you
noticed your partner remembered more words, read faster, read smoother, and read
with expression.

Word per minute sheet for every student (1st, 2nd,
3rd)

Procedures:

1. "Today we are going to learn how to be fluent readers! To
be a fluent reader we have to read fast and with emotion. We are going to
practice reading fast today by reading books over and over again. Remember if
you have trouble with a word use your "critter" (a cover up tool). If we are
fluent we will be able to enjoy the books we read, instead of working really
hard to read them."

2. "I am going to read you a book, 'Big Wide-Mouthed Frog.' I
am going to read the first page once and I want you to listen to how I sound.
O-n-c-e t-h-e-r-e w-a-s a b-i-g w-i-d-e m-o-u-t-h-e-d f-r-o-g. How did that
sound? It was pretty slow. I also had to sound out the words. Well now I am
going to show you how a fluent reader would read this page: Once there was a big
wide-mouthed frog with the biggest, widest mouth you ever did see! Did that
sound better or worse? Better right! I read smoothly and at a quicker pace."

3. Now students will do repeated readings of a decodable book
with a partner. "I am going to assign you a partner. I will give you a book that
you will take turns reading. While one partner is reading I want the other
partner to listen if your partner is being fluent or not. You will take your
partner checklist and check off how they did the second and third time they
read. The first time you read the book it may not be fluent, but that is ok
because I will give you time to read the book 3 times and hopefully by the 3rd
time you will be a fluent reader! The book I am giving you and your partner is
'The Car Trip.' Have any of you ever been on a road trip? I used to go on road
trips with my mom and dad all the time. Well Roy is going on a long car trip
with his dad. They are traveling all the way across the United States when
suddenly they get a flat tire! Do you think they will finish their trip? You and
your partner will have to read to find out."

4. One minute reading: "Alright everyone, great job! Sense you
all have been practicing so well I am going to give you and your partner a timer
to share. While One partner reads (from the same book you were practicing) the
other partner will time 1 minute. Once the minute is up tell your partner to
stop. Then have them count how many words they read in a minute. You record the
number of words you read of the sheet of paper I am passing out. Once you have
read 3 times you switch with your partner. Once both of you have finished count
your highest score and write in on your race car then take your race car and put
on the race track next to its' number. We are going to try to get all the way to
the finish line. Ready, Set, Read!"

Assessment:

I will be able to assess all the students from the one minute
reads. They will turn in their words per minute sheets. Their car will have
their name on it so I can see how many words they have read in a minute. I will
also be able to walk around the room while my students are doing the repeated
readings.

Resources:

Livingston, Charlotte. "Lightning McQueen Makes it to the
Finish Line"